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UnderstandingbyDesign(UbD):
TheCore
of
the
2010
SEC
by:DirectorLolitaAndrada DepEd
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Whenstudentsarelearningpoorly,wecannotexpectthemtobereadyforfurtherlearning,orforwork.
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100
74
66 65
46
20
16
Grade 1 Grade 4 ElemGraduates
HS NewEntrants
HSGraduates
College NewEntrants
CollegeGraduates
Typical Progression of a Cohort of Pupils(based on cohort of Grade I pupils from SY 1995-1996to College Graduates SY 2008-2009)
Public and Private
PHILIPPINES
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Theyouthcontinuedtoaccountfor
themajority
of
the
unemployed
at
49.1%ofthetotalunemployedin2006.
Theirunemployment
was
registered
at
17.6%whichismorethantwicethe
national
unemployment
rate
and
three
timestherateofthoseintheprimeworkingagegroupof2554years.(DOLE)
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Ifwecanstrengthenthedevelopmentinour
schoolsof
the
most
demanded
workforce
skills:communication,criticalthinking,flexibility,problemsolving,creativity,and
technologicalfluency,
thenwewillsucceedinpreparingour
children
for
work
and
for
lifelong
learning.
Weneedtostrengthenthecorecurriculum.
Whatwe
need
to
do
together
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Strengtheningthe
Core
Curriculum
Whatshouldcontinue?
Whatshould
change?
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Whatshould
change?
Thegeneraltendencyamongteacherstoteachforfacts,
rather
than
for
thinking
Resultsofnationalandinternationalassessments
confirm
our
students poor
conceptual
understanding.
Teachinghasbeentoofocusedoncoveringtheground.
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Whatshould
change?
Teachingpractices
that
prevent
our
children
from
thinking
Teachersneed
to
teach
for
understanding,
anddoitbydesign.
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Whatshould
continue
(but
needs
to
be
takentoahigherlevel)?
Learningasmeaningmaking
Learningasintegrative
Authenticassessment
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Featuresof
the
Curriculum
Leanfocuses
on
essential
understandings
Setshighexpectations(standardsbased)
Richand
challenging
providesforenrichmentprogramsdesignedfor
studentsmultiple
intelligences
Developsreadinessandpassionforworkandlifelonglearning
SPA
SPS
S&TTech-Voc
SPED
Core Curr.
SPJ
SPFL
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The3StageDesignofthe
Curriculum
identifydesired
results;
determineacceptable
evidence;
planlearningexperiencesand
instruction.Source: Wiggins, G. and Kline, E. (2010). Understanding by Design (handout)
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Results/Outcomes
Assessment
Learning Plan
Content/
PerformanceStandards
Products/Performances
Essential
Understandings
EssentialQuestions
LearningActivities
AssessmentCriteria/Tools
Resources/Materials
Objectives(knowledge/skills)
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Facetsof
Understanding
Concept
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Coverageof
the
Session
Ourcurriculumgoal
Assessingourlearnersprogress
Planningteachingandlearningforunderstanding
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Weneed
to
prepare
our
children
foracompetitivefuture.
ThefutureisNOW!
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FunctionalLiteracy
for
All
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CommunicationSkills
Abilitytoclearlyexpressonesideasandfeelingsorally
and
non
verbally
Abilitytolisten
Ability
to
read,
comprehend
and
respond
to
ideas
presented
Abilitytowriteclearlyonesideasandfeelings
Ability
to
access,
process
and
utilize
available
basic
andmultimediainformation
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Numeracyskills
Abilitytomakecriticalandinformed
decisions Innovativenessandcreativity
Scientific
thinking Futureorientation
CriticalProblem
Solving
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Ability
to
earn
a
living Sustainableuseofresources(includingtime)andappropriatetechnology
Entrepreneurship
Productivity
Financialliteracy
Sustainable Use of
Resources/Productivity
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Selfdevelopment:selfawareness;selfdiscipline;sense
of
responsibility;
self
worth;
self
realization
Senseofpersonalandnationalidentity
Knowledge
of
ones
history,
pride
in
ones
culture
and
respectforthatofothers
Recognitionandpracticeofcivilandpoliticalrights
Development of Self
and a Sense of Community
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Knowledge,acceptance,respect,and
appreciationof
diversity
Peace
Nonviolent
resolution
of
conflicts
Globalawareness,interdependenceand
solidarity
Expanding ones world vision
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Unpackingthe
Desired
Outcome
1. Formulatingthelearningstandards
2. Lookingforevidenceoflearning
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DeterminingPowerStandards
Endurance: doesthestandardaddressknowledge
and
skills
that
will
endure
throughout
a
students
academiccareerandprofessionallife?
Leverage: Doesitaddressknowledgeandskills
thatwill
be
of
value
in
multiple
content
areas?
Necessity:Doesitprovidetheessentialknowledgeandskills thatstudentsneedto
succeedin
the
next
grade/year
level?
(Reeves,2005).
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Performance
Standards
Content
Standards
Learning
Standards
EU
What st udent s should
know, under st and
and be able t o do
What st udent s should
creat e/ add value t o/t r ansf er
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Level
ofPerformance
Levelof
Understanding
PerformanceStandards
ContentStandards
Learning
Standards
Assessment
EU
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Assessment:Core
Processes
Assessstudentsreadinessforlearningfor
understanding.
Providedevelopmentallyappropriateinterventionstobridgelearninggaps.
Checkfor
understanding;
monitor
progress.
Remediate,ifnecessary.
Evaluateperformance(transferskills).
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2010 SECONDARY EDUCATIONCURRICULUMENGLISH
First YearQuarter I Narrat ive
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GeneralStandard
Thelearnerdemonstratesliteraryandcommunicative
competencethrough
his/her
understanding
of
the
differentgenresofPhilippineLiterature andothertexttypesforadeeperappreciationofPhilippine
culture.
Quarter 1 - NARRATIVE
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Stage1:Results/Outcomes
Standard Essential
Content Performance Understanding Question
Quarter 1 - NARRATIVE
The learner demonstrates understanding of the
distinctive features, aesthetic elements andunderlying objectives of varied types of Philippinenarratives using the most appropriate language forms and
functions.Language Focus: Simple past tense
Time markers WH Questions
S-V Agreement
Direct Discourse Reported Speech
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Stage1:Results/Outcomes
Standard Essential
Content Performance Understanding Question
The learner tells a story creatively andproficiently.
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Stage1:Results/Outcomes
Standard Essential
Content Performance Understanding Question
Narratives are the interesting accountsof peoples ideas, feelings, and valuespertinent to the development of their
culture and society.
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Stage1:Results/Outcomes
Standard Essential
Content Performance Understanding Question
Why do we study narratives?
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Stage2:Assessment
Product/
Performance
Atthelevelof
Understanding Performance
Creative and proficient storytelling
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Stage2:Assessment
Product/Performance
Atthelevelof
Understanding Performance
Explanation
Explain the development of events and progress of ideas in astory.Criteria:Accurate
CoherentUse of appropriate language forms and functions:
Simple past Tense
Time markers WH Questions S-V Agreement
Direct Discourse Reported Speech
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Stage2:Assessment
Product/Performance
Atthelevelof
Understanding Performance
Express actions that happened at a definite past time
Prove that the interesting accounts of peoples ideas, feelingsand values in Philippine folk narrative are pertinent to thedevelopment of their culture and society
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Stage2:Assessment
Product/Performance
Atthelevelof
Understanding Performance
Interpretation
Share a story showing ones understanding and appreciationof an effective and meaningful literary pieceCriteria: Significant
Insightful Illuminating
Gather, analyze and present folk narratives with easeCriteria: Significant
Insightful Meaningful
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Stage2:Assessment
Product/Performance
Atthelevelof
Understanding Performance
ApplicationUse appropriate sources of information, multimedia and
technology to create a storyCriteria: Adaptive
Diverse Effective
S A
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Stage2:Assessment
Product/Performance
Atthelevelof
Understanding Performance
Use simple past tense, time markers and WH questions toeffectively narrate actions
Make verbs agree with their subjectsExhibit clear reporting of ideas, thoughts and actions usingdirect and reported speech to avoid ambiguities
Use reported and direct speech to give accurate accounts ofimportant details
S A
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Stage2:Assessment
Product/Performance
Atthelevelof
Understanding Performance
PerspectiveAnalyze interdependence of plot characters, theme and other
narrative elementsCriteria: Critical in an analytical sense
Insightful Revealing
EmpathyRelate ideas discovered from the narrative to real lifeexperiencesCriteria: Insightful Open
S A
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Stage2:Assessment
Product/Performance
Atthelevelof
Understanding Performance
Self- knowledgeSelf assess ones strengths and weaknesses in telling a storyeffectivelyCriteria: Meta-cognition
Reflective Self-adjusting
S A
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Stage2:Assessment
Product/Performance
Atthelevelof
Understanding Performance
Performance assessment of storytelling based on the
following criteria: Focus/Theme Accuracy
Audience Contact Sequence/ Development of action Dialogue
Language Delivery Voice
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SCIENCEFirst Year
Quarter I Scient if ic Methodsand Space Science
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GeneralStandard
Thelearnerdemonstratesunderstandingofbasicscienceconceptsandprocessesinanintegrativewaytosolveproblemscritically,
thinkinnovatively/creatively
and
make
informeddecisionsinordertoprotectthe
environment,
conserve
resources
and
sustainqualitylife.
Quarter 1 Scientific Methods and Space Science
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Stage1:Results/Outcomes
Standard Essential
Content Performance Understanding Question
p
The learner demonstrates understanding of scientificmethods.
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Stage1:Results/Outcomes
Standard Essential
Content Performance Understanding Question
Learners perform in groups at least oneteacher-guided community-based
investigation using scientific methods
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Stage1:Results/Outcomes
Standard Essential
Content Performance Understanding Question
Scientific methods are valuable wheninternalized as a process to solveproblems in life.
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Stage1:Results/Outcomes
Standard Essential
Content Performance Understanding Question
When do scientific methods becomevaluable?
Stage 2 : Assessment
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Stage2:Assessment
Product/
Performance
Atthelevelof
Understanding Performance
A community-based scienceinvestigation using scientificmethods
Stage2:Assessment
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g
Product/Performance
Atthelevelof
Understanding Performance
EXPLANATIONHow is scientific knowledge acquired and validated?Criteria:a. Thorough (explaining all needed steps of scientific
methods used until conclusions are reached togenerate scientific knowledge; and explaining howresults of science investigations are subjected to
review and testing of other scientists)b. Clear (expressing with clarity scientific thought inoral or written form)
c. Justifiable ( providing depth and breadth ofscientific reasoning)
Stage 2 : Assessment
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Stage2:Assessment
Product/Performance
Atthelevelof
Understanding Performance
INTERPRETATION
Why is it important to translate the data collectedthrough tables and graphs while using scientificmethods?
Criteria:a.Meaningful ( giving brief yet substantial
discussion on the importance of graphing/tabulating data while using scientific methods)
Stage 2 : Assessment
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Stage2:Assessment
Product/Performance
Atthelevelof
Understanding Performance
b. Illustrative (using given graphed or tabulated data
to show relationships or connections betweenorganizing or transforming raw data and theprovision of a more compact and organized way
based on specific purposes; and howrelationships or connections can be used indetermining patterns and trends)
Stage2:Assessment
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Product/Performance
Atthelevelof
Understanding Performance
APPLICATIONHow will you use scientific methods in solvingproblems at home/community (e.g. Increase of insectpests) considering economic, social, cultural andother factors?Criteria:a. Appropriate (illustrating how scientific methods can
be used/ adapted/ customized in solving problemsat home or community)b. Practical( discussing how scientific methods can
be done easily to solve a problem at home or inthe community)
Stage 2 : Assessment
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Stage2:Assessment
Product/Performance
Atthelevelof
Understanding Performance
PERSPECTIVEHow are approaches/ procedures of investigationsdone by some scientists different/ similar from thoseof others?
Criteria:a. Insightful (providing similarities and differences onthe approaches/ procedures after considering all
situations/ views)
Stage 2 : Assessment
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Stage2:Assessment
Product/Performance
Atthelevelof
Understanding Performance
b. Credible (using authoritative sources ofinformation while expounding similarities anddifferences)
c. Critical-minded (combining research, knowledgeof historical context, and balanced judgment toprove similarities and differences; becoming
skeptical of another view point based on verysmall sample of data; distinguishing betweenirrelevant and relevant or inaccurate and accurate
information, and appropriate and inappropriateanalogies)
Stage 2 : Assessment
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Stage2:Assessment
Product/Performance
Atthelevelof
Understanding Performance
EMPATHYWhat would it be like to work as a scientist?
Would you emulate scientists the way they develop
their attitudes and values while using scientificmethods?Criteria:
a. Perceptive (recognizing scientific attitudes andvalues developed by scientists while doingscientific methods)
Stage 2 : Assessment
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Stage2:Assessment
Product/Performance
Atthelevelof
Understanding Performance
b. Open-minded/Receptive (accepting readily/
willingly that these scientific attitudes and valuesmust be developed by scientists and oneself)
c. Sensitive/Responsive (exhibiting how scientistsdevelop scientific attitudes and values while usingscientific methods)
Stage2:Assessment
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Product/Performance
Atthelevelof
Understanding Performance
SELF-KNOWLEDGEQuestion learners need to ask themselves:How can I give my best contribution to thecommunity using scientific methods?
Criteria:a. Reflective (becoming aware of ones limitations inapplying scientific methods, and of how ones
thoughts are influenced/ shaped by these)b. Responsive (reacting positively as a result of
having scientific methods changed ones view;
reacting positively to how the learner can usescientific methods in the community)
Stage2:Assessment
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g
Product/Performance
Atthelevelof
Understanding Performance
c. Efficient ( expounding how time and resources
can be used productively, how safety measurescan be done throughout the investigation, and howdata can be recorded objectively or honestly)
d. Effective (discussing how the desired/ expected
results/outputs can be achieved after usingscientific methods)
Stage2:Assessment
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g
Product/Performance
Atthelevelof
Understanding Performance
Performance assessment of a science
investigation based on the following criteria: Community-based Using scientific methods
(Please see Attachment 1 for the indicators percriterion)
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2010 SECONDARY EDUCATIONCURRICULUMCP
TLE
(H.E)
FoodsandFoodServiceI
Q1 BasicCooking
Q2 CookingNativeDelicacies
Q3Baking
Breads,
Pastries
and
Pies
Q4Baking
Cookies
and
Cakes
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CPTLE(H.E)
Foodsand
Food
Service I
First YearQuarter 1 Basic Cooking
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GeneralStandard
The
learner
demonstrates
understandingofPECs,theenvironmentandmarket,andtheprocess
and
delivery
of
quality
cooked
andbakedproducts.
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Stage1:Results/Outcomes
Standard Essential
Content Performance Understanding Question
The learner demonstrates understanding of Personal
Entrepreneurial Competencies (PECs):CharacteristicsAttributes
LifestylesSkills
Traits
Analysis and interpretation of PECs by cluster
Achievement
PlanningPower
Stage 1: Results/Outcomes
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Stage1:Results/Outcomes
Standard Essential
Content Performance Understanding Question
The learner prepares, based onPECs, a plan of action that addresseshis/her areas of development and
areas of strength.
Stage1:Results/Outcomes
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Standard Essential
Content PerformanceUnderstanding
Question
Successful entrepreneurs, like thoseengaged in the business of cooking,continuously develop and improve their
PECs.
Stage1:Results/Outcomes
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g
Standard Essential
Content Performance Understanding Question
How does one ensuresuccess in a chosenentrepreneurial career, like
cooking?
Stage2:Assessment
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Product/
Performance
Atthelevelof
Understanding Performance
Plan of action, based on PECs,addressing ones areas of
development and areas of strength
Stage2:Assessment
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Product/Performance
Atthelevelof
Understanding Performance
ExplanationDescribe your PECs focusing on strengths anddevelopment areas
Criteria:
ClearComprehensiveConcise
Stage2:Assessment
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Product/Performance
Atthelevelof
Understanding Performance
InterpretationCompare your PECs with those of a successfulpractitioner
Criteria:
ClearComprehensiveConcise
Stage2:Assessment
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Product/Performance
Atthelevelof
Understanding Performance
ApplicationApply ones PECs in pursuing a chosen entrepreneurial
activity
Criteria:
Appropriate Effective Practical
Stage2:Assessment
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Product/Performance
Atthelevelof
Understanding Performance
PerspectiveExpress your thoughts from the viewpoint of a seasoned
entrepreneur the importance of PECs
Criteria:
ValidRelevantPlausibleSensitive
Stage2:Assessment
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Product/Performance
Atthelevelof
UnderstandingPerformance
EmpathyExpress your feelings if you are an entrepreneur who finds
difficulty in coping with the PECs of a chosen career
Criteria:
OpenObjectiveSensitive
Stage2:Assessment
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Product/Performance
Atthelevelof
Understanding Performance
Self- knowledgeAssess, based on the results of your PECs, your level ofconfidence as a prospective entrepreneur in cooking.
Criteria:
Reflective Insightful Objective
Stage2:Assessment
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Product/Performance
Atthelevelof
Understanding Performance
Assessment of the plan of action based on the following
criteria: Comprehensiveness Appropriateness of strategies in terms of addressingpersonal areas of development and improving onesareas of strength Doability
St R lt /O t
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Stage1:Results/Outcomes
Standard Essential
Content Performance Understanding Question
The learner demonstrates understanding of the
environment and market for cooking as an entrepreneurialcareer.
Key ideas:Consumer needs and wantsExisting industry related to cooking
Products/services that satisfy the needs and wants of targetcustomers
Key processes:SWOT analysisOpportunity seeking and seizing
Stage1:Results/Outcomes
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Standard Essential
Content Performance Understanding Question
The learner formulates a businessidea based on the analysis of theimmediate environment and market
for cooking as an entrepreneurialcareer.
Stage1:Results/Outcomes
d d l
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Standard Essential
Content PerformanceUnderstanding
Question
The needs and wants of the targetmarket and industry help determine theproduct to be produced and/or serviceto be offered.
Ones choice of an entrepreneurial
activity is influenced by the needs andwants of consumers.
Stage1:Results/Outcomes
S d d E i l
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Standard Essential
Content PerformanceUnderstanding
Question
Seeking and responding effectively to a
business opportunity are the basis forstarting and maintaining a successfulbusiness venture.
Stage1:Results/Outcomes
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Standard Essential
Content Performance Understanding Question
How does one determine the
needs and wants of the targetmarket and industry in theimmediate community?
How does one select an
entrepreneurial activity to bepursued?
Stage1:Results/Outcomes
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Standard Essential
Content Performance Understanding Question
How can one respond
effectively to a businessopportunity?
Stage2:Assessment
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Product/Performance
Atthelevelof
Understanding Performance
Formulation of a business idea
based on the analysis of theimmediate environment and marketfor cooking as an entrepreneurial
career
Stage2:Assessment
d h l l f
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Product/Performance
Atthelevelof
Understanding Performance
ExplanationExplain the importance of the immediate environment andmarket in identifying business opportunities in cooking.
Criteria:
ClearComprehensiveConcise
Coherent
Stage2:Assessment
d / A h l l f
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Product/Performance
Atthelevelof
Understanding Performance
InterpretationInterpret the data gathered from the immediateenvironment and market in identifying businessopportunities in cooking.
Criteria:ReliableAccurate
ObjectiveRelevantValid
Stage2:Assessment
P d t/ At th l l f
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Product/Performance
Atthelevelof
UnderstandingPerformance
ApplicationGenerate business ideas from data analysis
Criteria: Appropriate
Innovative Practical
Stage2:Assessment
P d t/ At th l l f
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Product/Performance
Atthelevelof
UnderstandingPerformance
PerspectiveExpress from the point of view of a business owner the
importance of scanning the environment and market ingenerating business ideas.
Criteria:ValidRelevantInsightful
Stage2:Assessment
Product/ At the level of
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Product/Performance
Atthelevelof
UnderstandingPerformance
EmpathyExpress your feelings when entrepreneurs offer the same type
of business in a community.
Criteria:
ObjectivePersuasiveSensitiveOpen-minded
Stage2:Assessment
P d t/ At th l l f
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Product/Performance
Atthelevelof
Understanding Performance
Self- knowledgeSelf-assess your level of confidence in formulating business
ideas.
Criteria:
Reflective Insightful Objective
Stage2:Assessment
P d t/ At th l l f
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Product/Performance
Atthelevelof
Understanding Performance
Assessment of formulated business idea based on the
following criteria:ProfitableFeasiblePracticalResponsive to consumer needsInnovative
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ImplementingUBDbasedLearningPlans
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Quarter1: Topic: TimeFrame:
Stage1
ContentStandard: PerformanceStandard:
EssentialUnderstanding(s): EssentialQuestion(s):
Studentswillknow: Studentswillbeabletodo:
Stage2
ProductorPerformanceTask: Evidenceatthelevelofunderstanding Evidenceatthelevelofperformance
Stage3
Teaching/LearningSequence:
Resources(Websites,Software,etc.)Materials/EquipmentNeeded:
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WHE
RET
O
Explore
Firm Up
Deepen
U
NDER
STANDING
Transfer++(Create,
Add value)
Conten
tStandard
Perf.
Standard
Assessment
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WH E
R
ETO
W Howshallwehelpstudentsknowwhere theyreheaded
and
why
theyre
going
there?
Where
is
the
unit/lessongoing?Whatisexpected?Inwhatwayswillstudentsbeevaluated?
H Howshallwehookandengagestudentsinterestthroughthoughtprovokingexperiencesatthebeginningofeachinstructionalepisode?
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WH
ER
E T
O
EWhatexperiences shallweprovidetohelpstudents
maketheir
understandings
real?
How
shall
we
equip
themforsuccessthroughouttheunitorcourse?
R Howshallwecausestudentstoreflect,revisit,revise,
and
rethink?
E Howshallstudentsexpresstheirunderstandingsandengageinmeaningfulselfevaluation?
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WH
ER
ETO
T Howshallwetailor (differentiate)our
instructionto
address
the
unique
strengths
and
needsofeverylearner?
O Howshallweorganize learningexperiencessothat
students
move
from
teacher
guided
and
concreteactivitiestoindependentapplicationsthatemphasizegrowingconceptual
understandings?
Ref.Brown,J.(2004).MakingtheMostofUnderstandingbyDesign.VA:ASCD.
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Learning/InstructionalPlan
I.Explore
Diagnose. Activatepriorknowledge.
Clarifyexpectationsandhowlearningshallbeassessed:
standards;products/performances;
criteria,
tools.
Hookandengagestudentinterest.
AskEQ;encouragestudentquestions;welcometentativeresponses
as
guide
to
further
exploration.
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Learning/InstructionalPlan
II.FirmUp
Provideavariety
of
learning
resources
(books,videos,readings/documents,webbasedresources,etc.)anddifferentiatedactivities tovalidate
responsesto
EQ;
process
students
meanings
and
check
theseagainsttheEU.
Encouragestudentstoreflect,revise,or rethinktheir
understanding. Checkforunderstanding;providefeedback;checkagainstcontentstandard.
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Learning/InstructionalPlan
III.Deepen
Provideavariety
of
learning
resources
and
differentiated
activities/learningexperiencesinsimilarcontextstofurthervalidatestudentunderstanding.
Encouragestudents
to
reflect,
rethink,
revise
their
understanding.
Havestudents expresstheir understanding
Checkfor
mastery
of
EU;
provide
feedback;
check
againstcontentstandard.
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Learning/InstructionalPlan
IV.Transfer
Providefor
transfer
of
learning
to
anew
or
different
context.
Evaluateproduct/performance;checkagainst
performancestandard.